I will post samples of this project as soon as my students complete this assignment. Please stay tuned for sometime in April.
I give one check for submitting rough drafts on time, and one check for giving peers constructive feedback (HW#15 and HW#16).
Here are the peer review questions:
- What call to action is the digital argument making?
- What is the best thing the digital argument is doing to catch your attention?
- How does the visual build credibility (if it doesn’t, make a suggestion for improving this)?
- What is the biggest thing this digital argument can work on to make it better (and convince you to do something about this issue!)?
- have students create visual arguments on the same topic they are writing their papers
- include two modes (words and visuals)
- post projects to the blog
Please note that my students have not started this module yet. I will post examples of their work as soon as they post to The Critical Student blog.
- view a variety of popular and alternative media outlets
- discuss the differences and similarities in genres and modes between media outlets
- generate a list of broad topics
- begin to narrow the broad topics down to smaller issues for the academic paper
After introducing the assignments and homework for this module, I show several media clips in class and ask students to write down ideas for topics. After each segment, we write down the broad topics–for example climate change, immigration reform and police brutality–and then discuss issues within the list of broad topics that would make for good papers and blog posts. We also generate a list of dead topics: topics that argue the obvious, are too big to do justice in one blog post or one paper and topics that argue religion (because the Bible isn’t considered a scholarly source in academia).
For this assignment, I ask students to work independently (the rhetorical analysis project was completed in small groups) because I want the topics from their multimodal projects to match their topics for the academic paper. For more about the benefits of thinking in multiple modes about one topic please see The New Work of Assessment: Evaluating Multimodal Compositions.
- Evaluate a product, service, concept or performance relevant to the NAU community
- Use a minimum of two modes to present the evaluation
- Establish credibility in the evaluation
- Display an overall claim (evaluative statement) in the evaluation
The multimodal final drafts are really entertaining to grade! Below are a few projects produced by my students this semester. The quality was not as good as I expected, and in the future I think it will be important for me to give them feedback on the rough drafts (along with the peer feedback). But it’s also the first of four projects, so there is plenty of room for improvement this semester. Here is a summary of the things my students struggled with the most:
- building credibility (and referencing sources in the projects)
- targeting an audience
- clarifying the purpose of a message
- deciding on an effective and appropriate mode for the projects’ message.
To organize the giving and receiving of feedback for the blog projects, I find it easiest to send a sign-up sheet around the room. For homework, students respond to the peer review questions posted below. It is important to preface this assignment with a discussion on the giving and receiving of feedback (similar to managing a peer review session for writing workshop).